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AbstractContinuity is a key-category of the Italian pedagogy, either as relational stability of the context, as family-school connection and as attention to transitions from one step to another. In some municipalities (Reggio Emilia, Pistoia, Trento…) an integrated 0-6 Early Childhood Education and Care system have been developed by administrations and social movements; especially in the Centre and North of Italy, 0-3 services have over the years gained an educational and pedagogical highest quality, inspiring for the 3-6 sector. Despite this, the Italian ECEC system is organized in two different stages according to the age of children, split in 0-3 Nidi (infant-toddler-centres) and 3-6 Scuole dell’Infanzia (early childhood schools), with marked structural differences. Nidi are not part of the national education system, are still listed since 1968 as a service at individual demand, they are educational, but they are not state-provided, they cover just 29,68% of the children in age, no professional profile and curriculum framework have been defined at national level, only at regional level; while scuole dell’infanzia (established in 1968) are directed to all children (98,78%), as a public service and a universal right, first step of the national school system, teachers are required to hold a 5-years University degree in Educational-Studies and National Guidelines since 1968, renewed several times (last in 2012) define the curriculum framework. Last year, a long-standing debate, lively across many of those involved as coordinators, teachers/educators, administrators, researchers, theorists and policy makers, on the ecology of 0-6 ECEC experience, has resulted in a new law (L.107 July 2015), which would lay the basis to establish a national integrated system. Will Italy have it? Organizational and economic challenges and strong pedagogical reasons are on the table, currently debated to give a concrete implementation to what appears a long desired social conquest.